Twenty-second Class: Modern Times (June 14)

Twenty-first Class: Directions (June 9)

Objectives

• To know and use vocabulary related to directions, streets, and places.
• To listen for gist, details, and sequence.

Activities

• To complete some questions and answers about life in the neighborhood.
• To watch some flashcards on vocabulary related to directions in the neighborhood.
• To develop a listening workshop about directions in the neighborhood.

Let's work!

As already mentioned, first, you need to complete some questions and answers about life in the neighborhood.

Activity A

Write questions about your city using how much and how many: libraries, noise, parks, pollution, good schools, traffic, parking.

     Example: (crime) How much crime is there?

                       (good restaurants) How many good restaurants are there?

Activity B

Answer the questions with a lot, a little, not much, a few, not any or none. Then compare with a partner.

     Example: There's a little.

                      There are a few.

Activity C

Think of a famous street in your city. Your partner asks yes/no questions and guesses the street.

Now, let's watch some flashcards on vocabulary related to asking for and giving directions.

• Directions Flashcards

Now you are ready to develop a listening workshop about directions in the city.

Audio:

2. Let's listen

3. Let's listen - Task 1

3. Let's listen - Task 2

4. Let's listen - Task 1

4. Let's listen - Task 2

Finally, some recommendations for the final presentation. Please, start preparing a video in which you show up giving a sample of your biggest talent or ability. In the video, you also need to show a famous person who has the same talent or ability.

We are reaching the end of the course. So, let's keep on going.

Twentieth Class: Nice neighborhood (June 8)

Objectives

• Describe neighborhoods using "there is...", "there are...", quantifiers, and vocabulary related to places in neighborhood.

Activities

• Review the worksheet "My perfect city".
• Watch a video and complete the workshop called "Nice neighborhood".

Let's work!

First, share with the class the description of your perfect city.

After that, complete the workshop called "Nice neighborhood" based on the corresponding video.

Nineteenth Class: Preparing a Talent Show (June 7)

Objectives:

• To know and implement vocabulary and expressions related to talents and abilities.
• To understand how to write and talk about talents and abilities.

Activities:

• Develop an activity called Employment Agency.
• Watch some videos where people are showing their talents and abilities. 
• Ask and answer questions about talents and abilities.
• Talk about personal and other people's talents and abilities.

Let's work!

Let's begin by playing a role game called Employment Agency.

Now, let's watch some videos where people are showing their talents and abilities.

• Talent show ideas for kids

What about learning some words and expressions to talk about talents and abilities?

Now, what about your talents ands abilities? 

• What is your biggest talent?
• Why do you like it?
• How long have you practiced or had this talent?
• How often do you practice it?
• What people you admire or know have this talent?

Homework:

Record a video using mailVU where you speak about your talent, and share the video link through the comments below.

Eighteenth Class: Finishing Writing Task

Objectives:

• To be able to create a graph after a survey.
• To present conclusions after a survey and a graph.

Activities:

• Complete the surveys required.
• Register the data on tables.
• Create graphs based on the data.
• Present some conclusions based on the graphs.

Homework:

• Use any online app to create an infography where you present all the information collected during the development of the writing task: questions, answers, surveyed people, data tables, graphs, and conclusions.
• Share a link to your infography through the comments below.

Seventeenth Class: Writing Task (June 1)

Objectives:

• To review some of the topics studied in class so far.
• To complete writing task.

Activities:

• To check the solution to the midterm exam together.
• To develop a survey about free time activities and hobbies using questions with 'how' (how long, how well, how good, how often).

After checking together the solution to the midterm exam, you need to work on the final version of the writing task. These are the steps to follow:

• Review questions with 'how': how often, how long, how well, how good. (Seventh Class)
• Create five questions about free time activities and hobbies using questions with 'how'.
• Let your teacher check them so all of them are correct.
• Ask these questions to 10 of your classmates, and take notes with their answers.
• Create a draft graph with the results of each question. (5 graphs)
• Draw 3 conclusions from each graph.

Fifteenth Class: The Perfect City (May 26)

Objectives:

• To speak  and write about features of a city by using vocabulary related to places and attractions, and quantifiers.

Activities:

• To watch a video about places in town, and then extract and elicit related vocabulary.
• To listen to people talking about places in town and using "there is" and "there are."
• To watch an animated video about urbanization and the evolution of cities.
• To write a short paragraph to describe the perfect city.

Let's work!

So, the first thing today is to watch a handcraft video about places in town, and extract some voabulary from it. However, before that, please think about what vocabulary related to places in town you already know.

Now, you can watch the video. Please, make a list on your notebook with the places the speaker mentions during the video.

Create a mind map with the words on the list. Then watch the video again and complete the mind map with words you hear that are related to each word in the list.

Listen to a girl talking about places in town, specifically in her neighborhood. What places do you get?

Now, let's watch an animated video about about urbanization and the evolution of cities. But, before that, let's get an idea of what the video is about:

"About 10,000 years ago, hunter-gatherers, aided by rudimentary agriculture, moved to semi-permanent villages and never looked back. With further developments came food surpluses, leading to commerce, specialization and, many years later with the Industrial Revolution, the modern city. Vance Kite plots our urban past and how we can expect future cities to adapt to our growing populations."

What's your opinion? What would be some advantages and disadvantages of future cities?

Finally, let's write about your perfect city.

Ask a classmate questions with Is/Are there ...? to find out about their perfect city. Complete the second column with the answers.

Homework:

Fourteenth Class: Midterm Exam (May 25)

Today, you will take the midterm exam. It is an exam based on all stuff we have studied so far.
It consists of four parts:

• Language Structure (15 points)
• Listening Section (15 points)
• Reading Section (10 points)
• Writing Section (10 points)

Thirteenth Class: One fish, two fish... (May 24)

Objectives:

• To understand the differences between countable and uncountable nouns.
• To understand singular and plural forms for countable nouns.

Activities:

• To watch a video explanation about countable and uncountable nouns.
• To complete a worksheet about the use of "there is" and "there are."

Let's work!

Let's begin by watching a short video explanation about countable and uncountable nouns in English. Pay attention, and complete the exercises suggested.

Now that you have a better understanding of countable and uncountable nouns in English, let's work on the following worksheet together.

And now it is time for you to work alone or with your classmates. Complete the following worksheet.

What are quantifiers? Give some examples of quantifiers. Use quantifiers in some sentences.

Twelfth Class: Sherlock Jr. (May 19)

Objectives:

• To practice vocabulary and expressions related to personality traits.
• To immerse in a particular movie genre.

Activities:

• To work in groups with the pictures requested last class. Students will try to guess personality traits of people in the pictures.
• To complete a crossword about personality traits.
• To watch a film called "Sherlock Jr."

Let's work!

First thing to do: write 4 adjectives on the back of the picture.

After that, in couples, try to guess the personality traits of the person in your classmate's picture.

For example:

Student A: Is this person (he/she) generous?

Student B: No, he/she isn't.

Student A: Is he/she considerate?

Student B: Yes, he is.

Now, also in groups, let's work on the following activity.

Last class we were talking about movies. Today we are going to immerse in movies. So let's watch the following film. It is called "Sherlock Jr." But before, let's try some questions...

• What you think is the movie about based on its title?
• What is its genre?
• Is it a happy or a sad story?
• What kinds of characters will you find in the movie?
• How often do you watch this kind of movies?
• What else do you know about this kind of movies?

Homework:

Find and take a simple online personality test in English. (You just need to google "online personality test", and you will find many matches. Choose your favorite.) Write a few sentences in English to explain the results of the online test, and bring them to the next class to talk about in groups.

Eleventh Class: A personality test (May 18)

Objectives:

• To understand and use structures to talk about likes, dislikes, and routines regarding cinema.
• To review personality adjectives.

Activities:

• To discuss some language focus points extracted from tenth class homework.
• To complete a personality test.
• Homework

Let's work!

Let's begin by looking at the following expressions. What's possibly wrong with them? Can you restate them correctly?

• I love go to the cinema...
• I like go to the cinema...
• I like movies action, romance, comedy, and horror.
• ...to see the movies in the big screen.
• Casually I go to the cinema.
• I'll talking about with the movies.

• I like very much comedy movies.
• I watch movies in the computer in the night when go to sleep.
• I like to go at movie theater once or twice a month.
• Go to the cinema is special for me because...
• I like the movies its action and comedy.
• I go to the cinema is very special because...

• At the cinema, enjoy movies with better quality...
• I go to the cinema third time a month.
• I like the movies of war, documental, and science fiction.
• I watch a movie one month.
• In the movies I'm relax.
• I go the cinema specially for my family and friends.
• ...and the effects special is better in big screen...
• I watch movies in my computer or television...

After discussing our likes and dislikes about movies, what about a personality test? Let's try it!

Homework:

Find a picture of a person (either taken from a personal photograph collection or from the Internet or a magazine) and bring it in to the next class. Write four adjectives on the back of the picture which you feel represent the person’s personality.

Tenth Class: Movies (May 17)

Objectives:

• To learn and practice vocabulary related to movies.
• To listen to people talking about likes and dislikes related to movies.
• To express opinions about likes and dislikes related to movies.

First of all, let's review or get familiar with movie genres.

Do you think you already know them all? Do you want to try a quiz?

For today's class, you will complete a worksheet based on a video about movies. In this video, people talk about their likes and dislikes related to movies.

Homework:

Please, record yourself, using mailvu.com, while answering the following questions:

• Do you like movies?
• What type of movies do you like?
• How often do you watch movies on your television, computer, or mobile device?
• How often do you go to a movie theater to watch a movie?
• What makes going to the movie theater so special for you?

Then, share the link of your video podcast through the comments below.

Ninth Class: Free time (May 12)

Complete the workshop about free time activities, schedules, and "how often".

Record a video using http://mailvu.com/ and share it through the comments below.
In the video you need to talk about two activities you do every day, two activities you do once or twice a week, two activities you do three or four times a week, and two activities you do once or twice a month. Comment two of your classmates schedules. Who has the most interesting schedule? Why?

Eight Class: Continue... (May 11)

Seventh Class: How often do you exercise? (May 10)

Objectives:

• To ask about and describe routines and exercise.
• To talk about frequency.
• To talk about abilities.

This class is about routines, exercise, and abilities. So let's complete the following workshop.

audios

3 - Conversation - Part A

3 - Conversation - Part B

4 - Grammar focus

5 - Pronunciation

7 - Listening

10 - Conversation - Part A

10 - Conversation - Part B

11- Grammar focus

12 - Listening

Sixth Class: Interpreting a Chart

Objectives:

• To know how to interpret a chart.
• To create a simple chart based on a survey.
• To interpret data from a survey.

Before we start working, let's watch a short video about the use of can and can't with action verbs.

Game: Talent show

Let's suppose you're preparing a show (about a topic you need to decide) and you need to select the talents for your show. Create a survey about the talents you need. Apply the survey to four (4) of your classmates. After that, based on the results of the survey, select the talent you need and explain the reason of your decision.

First thing today is to analyse some simple charts (see Third Class), and then try to interpret their data. So Let's see the next chart:

Questions:

• What is the chart about?
• What are the aspects or items included in the chart?
• To what kind of people was the survey applied?
• What were the questions used to create the chart?

Do the same analysis for the following chart:

Now that you have understood the charts, can you interpret them?

Well, after all this work you're now able to create a survey based on a given sample, apply the survey, graph the results, and interpret them.

Fifth Class: Sports and Exercise (May 4)

Objectives:

• To know, understand and practice vocabulary related to sports and exercise.
• To prepare a survey about likes, dislikes and free time activities.

First, we need to complete the workshop from previous class.

Then, we can continue working on a new listening workshop: Sports and Exercise.

Audio

2 - Let's listen

3 - Let's listen

4 - Let's listen

Finally, the homework. Based on Task 2 on page 29, record a video using http://mailvu.com/ where you tell people what your classmates can and cannot do. Share the video link through the comments below.

Fourth Class: My Family (Everyday Activities) (May 2)

Objectives:

• To practice vocabulary related to the family and everyday activities.
• To use simple present to describe everyday activities.
• To prepare the final project presentation.

In this class you are going to work on a workshop about family and everyday activities.

In order to do that, you are going to watch a video about family and everyday activities.

Next class, you're going to start preparing the presentation for the final project. So you need to share the answers to the following questions through the comments: What do you do in your free time? What are the differences between talents and abilities? What are your talents? What are your abilities?

Third Class: Preparing the Written Task (April 28)

Objectives:

• To practice vocabulary related to likes, dislikes, free time activities.
• To analyse grammar structures and text organisation for a report based on a survey.
• Explore the use of simple graphs.

Let's begin by completing a worksheet about introducing yourself (including likes, dislikes, and free time activities.)

What are the corresponding questions? List the questions.

Did you answer the second question from the previous class? Let's check some websites about workweek and weekends around the world, and try to answer it.

• https://en.wikipedia.org/wiki/Workweek_and_weekend
• http://www.mensfitness.com/styleandgrooming/fashion/work-hours-vacation-time-around-world
• http://worldmap.workingdays.org/

Based on these websites, let's analyse grammar structures and text organisation to present information, and let's explore the use of simple graphs.

In order to create a survey about likes, dislikes and free time activities, which 10 questions would you include? Share your questions through the comments.

Second Class: Likes, dislikes, and free time activities (April 27)

Objectives

• To know vocabulary related to likes, dislikes, hobbies and free-time activities.
• To read articles related to these topics.

Likes, dislikes, hobbies, and free-time activities - Vocabulary

Now that we are familiar with some vocabulary related to likes, dislikes, hobbies, and free-time activities, let's play a game called Picture this. The idea is to categorize vocabulary; to practice asking questions about people's likes, dislikes, and free time activities.

Web homework
Find information about working hours and free time in different countries around the world. How many hours do people work? Do they work Monday through Friday, or do they have a different work schedule? Check the following websites or documents.

• Differences in average working hours around the world http://www.topuniversities.com/blog/differences-average-working-hours-around-world
• 10 cities with the shortest working hours       http://money.cnn.com/gallery/pf/2015/09/30/cities-with-shortest-work-hours/index.html
• Who works the longest hours?                                             http://www.bbc.com/news/magazine-18144319
• Working Time Around the World   http://www.ilo.org/wcmsp5/groups/public/@dgreports/@dcomm/@publ/documents/publication/wcms_104895.pdf
• How We Spend Our Leisure Time http://content.time.com/time/nation/article/0,8599,1549394,00.html
• Leisure varies across countries and cultures https://www.whitehutchinson.com/news/lenews/2009_may/article109.shtml

First Class: Course introduction (April 26)

Welcome, everybody!

Today we start this English class. In this first post you can find some general documents related to the course schedule and contents, and a form to report independent work. Check them out!

General Documents

Make sure to read all these documents carefully.

• Cronograma: Evaluative activities, percentages, and dates. https://drive.google.com/file/d/0Bx2Hf7aK4c9BcERMT3hod1ZjMzQ/view?usp=sharing
• Plan de estudios Nivel 2: Topics, indicators, linguistic contents, text genre, mini project, support resources.  https://drive.google.com/file/d/0Bx2Hf7aK4c9BVkZnb2RKTkVHbUE/view?usp=sharing
• Descriptores Nivel A1: Estándares de desmpeño. https://drive.google.com/file/d/0Bx2Hf7aK4c9Bd1ZOZjdrbXlBMWs/view?usp=sharing
• Reglamento del Centro de Idiomas: Enrolment, quota booking or cash refund, payment, student ID, certificates, student's rights and duties, placement test, student approval criteria, resource center's services.     https://drive.google.com/file/d/0Bx2Hf7aK4c9BT1h4LTdjbDBxeG8/view?usp=sharing
• Formato Independent work: a form to report student's independent work, criteria and percentages to evaluate independent work. https://drive.google.com/file/d/0Bx2Hf7aK4c9BbmlSWV81YlptZFE/view?usp=sharing